Describe a need that you have observed in one or more of your high ability students. What evidence do you have that this need exists? What actions are you considering to address this need?
There are several needs that I have observed of my high ability students. I teach 2 collaborative or "behavioral disorder" classes, and it turns out that my higher ability students also are present during those periods. I have noticed that I may pace myself during teaching so as to not give information too quickly for those that need that extra time. However, when doing so I can sometimes see the boredom on the stronger students' faces. One time a boy asked if I "could go a little faster". This was during note-taking from the overhead projector.
One way in which I have tried meeting these needs is giving the students multiple tasks, broken into steps. I write instructions for each section and allow them to finish at their own pace. If I am having the students take notes from the overhead I will not go "line-by-line", but maybe allow them to write down 2 or 3 bulleted statements at once. I do still keep pace for the lesser ability students but try to meet the needs of everyone.
Describe a need that you have observed in one or more of your medium ability students. What evidence do you have that this need exists? What actions are you considering to address this need?
In most of my medium ability students I see that they simply need to pay better attention to detail and direction. They are all getting decent grades, but the errors occur when they don't listen to directions or do not read things through. One major project that I had the students complete was accompanied with a rubric. It was not a formal tabulated rubric; it had 5 bulleted statements regarding what I wanted from them in detailed format. Though the students for the most part did well, it seemed they ignored part of my expectations. However, when they received their grades (even if they received a 90 or better) many were coming up asking why they got a half point, full point, two and a half points off, etc.
Some ways in which I have tried improving upon this need is giving more explicit directions. I not only write directions, give oral directions but also pass out a paper with the directions written on it. I ask the students class wide before they start to restate to the rest of the students what they think I am asking of them and also I open the floor to any questions. During the activity I walk around and answer questions. If it seems that a lot of students are stuck on a particular point I will stop the class and address it as a whole.
Describe a need that you have observed in one or more of your low ability students. What evidence do you have that this need exists? What actions are you considering to address this need?
Fortunately, I have a lot of support from the special ed teacher and the special aid teacher's assistant for most of my lower ability students. Their needs are basically met because there are at least 3 teachers in the classroom able to help them with all of their classwork. Since these kids are on their "case-loads" they have formulated a system in which they have folders for each of the students and pretty much take care of their "take out of class" work. Obviously these kids need slight modifications, but the special ed teacher is very supportive with this as well.
For the kids that are of low ability, but not special needs, I still am able to gain the support of my CT as well as the special ed teacher. These are the kids that have trouble with reading, writing, or dealing with issues outside of school. Most of them just do not want to do any work. They have failed the first two quarters and need to pick up the pace this third and fourth if they don't want to stay back.
A way in which I have addressed these needs is letting the students constantly know when they are missing classwork or assignments. I know that it is the responsibility of the student to come to me, but it doesn't take much work to look down and see the empty boxes in my grade book. Also, I attended parent/teacher conferences and a lot of parents were open to the idea of signing students' agendas at the end of the period so that the parents would be able to monitor their work-load from home. The parents were notified that it is the responsibility of the child's to come to us to have it signed rather than us chasing after them every day. So far this seems to be working well.
Addressing Student Needs
Describe a need that you have observed in one or more of your high ability students. What evidence do you have that this need exists? What actions are you considering to address this need?
Describe a need that you have observed in one or more of your medium ability students. What evidence do you have that this need exists? What actions are you considering to address this need?
Describe a need that you have observed in one or more of your low ability students. What evidence do you have that this need exists? What actions are you considering to address this need?